Philosophy of Adventist Education

Study Questions on the following chapters from Education: Preparation, Co-operation, Discipline. And from Fundamentals of Christian Education, Expulsion of Students, Correct School Discipline.

 

FE Chap. 59 – Correct School Discipline

 

1. What responsibility did the school have for  the temptations attacking unruly students in 454:1?
2. How did some teachers undermine the “principal and his co-workers”?
3. This sympathy led some students to “brave out” their course of action.
4. Discipline staff meetings made things worse. Why?
5. How might false sympathizers view “efforts to repress evil”?
6. Give one example of an “insipid speech” that was given by the teacher that the students thought was cool and, as we might say today, “with it.”
7. Which students were under special obligation to make the most of their student life and to cause the least disciplinary problems? 455:1
8. What changes (list them) does EGW mention will come to the troubled students when they are converted?
9. “None who deal with the youth should be _________________, but should be ______________, __________, _____________, __________, and _________________.”
10. In 456:4 “rebuke” seems to be a superlative form of “reproof.”
11. How might a student sicken the soul of a fellow student that is “feeding on Christ”? How do Christ and the angels feel about similar behavior? 457.2
12. How might a student respond (with words) to one tempting him to nonsensical activity?
13. Thought question: Why does a chapter on school discipline have so much to say about frivolity?
14. How do men who will one day become apostates react when the Word’s of God are brought to them through His chosen messengers?

 

Chap. 36 – Suspension of Students

 

1. Does it appear that the strong school discipline practiced by the recipients of this chapter was a virtue or a vice?
2. Under what condition was EGW in harmony with expelling students from school?
3. When a student has been expelled, will it be helpful to inform the student body regarding what wrongs he has done to deserve such treatment? Is the answer to this question given in the first paragraph related to revealing his wrongs to the students while the wrong-doer is present, or after he has left the school grounds?
4. What result did Ellen White say, in the name of the Lord, would be the result of disciplining easily misled students properly?
5. Disciplinarians should keep in mind that they are not dealing with ____________?
6. Sometimes rich persons despise poor persons. Sometimes White persons despise Black persons. We say these are narrow-minded views. More common than these, in church, is the view held by those who have inherited comparatively virtuous characters. They despise those who have inherited much worse characters. The latter ought to be pitied and helped with regard to his handicap.
7. What characteristics (three) in teachers have made “bad work” out of their disciplinary mistakes? 277.1 (found near the bottom of 278)
8. What is a danger is working to deal with Satanic attributes in the students under your care? 277.1 (found 278:0-279:0)
9. When and why do our unlovely traits “flash forth”? (i.e. why = for want of …..)
10. Genuine love for souls will prevent one from magnifying “a small indiscretion, or direct wrong into a large unpardonable” offence. What does it mean to “make capital of others’ misdoings?
11. T/F  It will never be necessary to expose another’s wrong.
12. Memorize: “O tell the erring, ‘God loves you, God died for you.’ Weep over them, pray with them. Shed tears over them, but do not get angry with them. They are Christ’s purchased possession.”
13. Complete this thought: If we wish to do good to souls, our success will be proportionate to their belief in . . . .
14. What does it mean to be “advancing ideas of what he may become”?
15. Memorize: “Those who try our patience need most love.” OR [your choice] “The rough, stubborn, sullen dispositions are the ones who need help the most.”
16. What arguments (two) does EGW urge as a reason we should not treat students “as they deserve”?
17. Should students a great distance from home be suspended/expelled on a different basis than those living near home? Why?
18. What impact does the practice of true principles of discipline have on our own advancement as Christians? See 282:1, but do not write an answer.
19. 284:1. EGW knew that many “officiating” in our schools were not themselves converted; hence they were not tender. They worked at cross purposes with God in reference to the youth.

 

Education, chapter Preparation

 

1. Who should receive formal education with as much diligence as elementary school teachers? Ed. 275:1, 276:1. Secondary school is a great place for this to happen. Why (from lecture) is it not sufficient to meet the need? What else might help?
2. Infant mortality has fallen off sharply in the United   States since EGW wrote 275:2. What part of the reproof is still as valid as ever?
3. Before “taking upon themselves the possibilities” of having children men and woman should learn some things. List them. 276:1
4. Know the idea in 276:3

 

Preparation continued

 

1. Teachers should have a thorough character education.
2. Know the content of the four paragraphs that describe progressive qualities that teachers should have. (1^st is 277:1, 2^nd 277:3, 3^rd 278:4, 4^th 278:6-279:0)
3. The teacher that teaches good principles will only have a permanent impact for good if he is revealing . . . .
4. Being heart-weary and brain-weary makes it very difficult for a teacher not to have ____________, _____________, and __________________. How might he avoid the cause that leads to these moods?
5. What are three aspects of over-work that EGW mentions that teachers such specifically guard against?
6. How might the teacher lead his students to have a respect for and an interest in manual labor?
7. More important than the amount of learning that a teacher has acquired is the ______________ at which he ______. 278:5
8. A teacher should have aptness for his work. For a science teacher, this means aptness at both science and teaching. For a history teacher, at both history and teaching. The teaching part is essential. This is not a question. If a teacher has this, even if he lacks some in literary qualifications, his students will follow him up the knowledge ladder as he climbs. He can do a great work.
9. What kind of home-training leads youth to regard all discipline as unnecessary restraint?
10. Who has the job of transforming characters that are misshaped at home?
11. What does the vacillating ease-loving student need? The discouraged student?
12. What, practically, would a teacher do who carries his “children and youth upon his heart”? (from lecture)
13. The teacher must model self-improvement for his students who he expects to excel at their work of self-improvement. This leads true teachers to become extreme people. See Ed 281.2.
14. What determines how a teacher feels about his personal defects?
15. The calling to teach is too high for humans. God comforts teachers personally. Know at least one of the comforting promises on page 282.

Cooperation, Education ch. 33       

 

1. When parents work together in educating their children, these children will not be causes of disturbance and anxiety in the school room.
2. Parents that put their heart into this work will not be found __________________ the teacher.
3. How is the influence of the faithful, self-sacrificing teacher well-nigh destroyed in 284:1?
4. Necessary criticism should be made in private to teachers, or if that fails, to the church board. It should never come to the attention of ______________________.
5. What particular knowledge do parents have that true teachers need to do their work well?
6. True teachers will rouse parents to recognize and discharge their sacred duties. 284:5
7. Not only should parents cooperate with each other, and teachers with parents, but children should be taught that they are part of the home “firm.” [Firm is a name for a business organization, a productive company.] Understand 285.1
8. How might the teacher give an outlet to boys who are restless and disorderly and insubordinate? Don’t be too general.
9. This chapter highlights a general principle of education that makes it easier to see how sports programs undermine true education. Think this through.

 

Chap. 34 – Discipline

 

1. What should children learn first…to reason, or to obey? See also 287.2 for timing of the second element.
2. It is “gentle, persistent” effort that accomplishes this goal. This prevents the “later conflicts” that show up (usually in the teen years) “which create alienation and bitterness toward parents and teachers.” This is not a question.
3. Memorize: “To direct the child’s development without hindering it by undue control should be the study of both parent and teacher.”
4. What are two reasons EGW urges us not to “break the will” of a child?
5. What, practically, can a teacher do to help his students in light of the fact that “the surrender of the will” is so much more difficult for some than for others?
6. What do you think EGW means by “his work may not appear to the best advantage” 289.2?
7. How practically can a true teacher increase a sense of ‘honor’?
8. When a teacher senses the working of a restless mind, what might he do that would be more helpful than “watching”?
9. How might this principle carry over into the form of our imperative sentences?
10. Rules are the voice of the school when the principles in them are placed before students in such a way that they can see their justice. See 290.2. This is not a question.
11. Memorize the principles in the paragraph 290:3. The words are not needed, but it might be the easiest way to memorize the principles.
12. Not love, but _____________________ tolerates disobedience in the home or school.
13. What are methodological symptoms of sentimentalism on the part of parents and teachers? (290:4)
14. Youth love freedom and liberty. In education they are to be taught that these are enjoyed only in ___________________________________.
15. Know 291.4.  Censure bewilders. Know the rest of it.
16. Explain briefly how censure may lead to hopelessness. How is hopelessness “often concealed”?
17. Step B is “point him to the source of pardon and hope.” What is step A?
18. What practical thing may a teacher or parent do who is tempted to speak impatiently?
19. What kind of students should receive especial tenderness (292.3)?
20. EGW says that the golden rule should be applied to all. Then she names some classes of students in particular that we should treat as we would like to be treated. What are these classes?
21. What three qualifications does EGW give in 293.1 as pre-requisites to expulsion?
22. What does EGW mean by the idea that schools should be cities of refuge for students? (I mean, what does she say about that idea?)
23. Exaggerated statements of reproof are evidence of a lack of humility on the part of the reprover. See this point in 293.2.
24. True teachers will feel that it is better to err rather on the side of mercy than of justice.
25. What kind of students often most readily melt under kindness?
26. Know the idea in Hebrews 5:2 and that teachers should be like Jesus in this respect. (294:3)
27. The last portion of this chapter is different: It is about how to handle the natural discipline that comes from living.
28. What kind of sympathy would be doing harm to youth that meet with misfortune in their life?
29. Why is self-pity such a pity?
30. Youth should be taught that this world is not a parade ground, but a ____________________.
31. The test of character comes when we are faced with burdens that need to be borne and that bring no earthly recognition or reward. Know this point.
32. Those that tend to escapism tactics in dealing with problems could learn a better way from 295:3. What is that?
33. What benefits should youth be
    taught might be derived from their faults and mistakes?
34. What reasoning does EGW use to deny that denial of selfish desires is sacrifice?
35. Know the suggested watchword of education (it is two words J).
36. When Jesus removes something from our life, he provides something better. This is a model for teachers. If we take something, give something better in return.
37. How does EGW characterize two methods that are not likely to “avail in leading youth” to give up their dear sins?
38. How does it come to be that duty becomes a delight and sacrifice a pleasure?
39. Memorize: “The love of Christ constraineth.” 2 Corinthians 5:14.

For the Word Document: L_Education 32 to 35,_FE_36,_59

Philosophy of Adventist Education

Ch. 24 Education Study Notes

Manual Training

 

1. The fourth commandment enforces labor. What blessings does manual work bring according to 214:1.and 215:2?
2. Those who would be children of God should notice that God is a constant worker and imitate him. All creation is active. This is not a question.
3. How would you answer the Adventist who urged the houses are an imitation of the Babel builders and that those who would be ready for translation should live in a garden and that if God wanted us in houses He would have caused boards to grow instead of trees.
4. God found the earth in a chaotic state and ordered it. How can we experience a joy akin to His in our life on this earth?
5. Ellen White recommends sports for little children. Their “sports” should promote spiritual growth. “As he gains _____________ and ____________________, the best recreation will be found in some line of effort that is ______________.”
6. What occupations are often sought by youth who do not feel in themselves the dignity of labor? Why?
7. Many branches of study are not essential to usefulness or happiness. What examples does Ellen White give of classes that might be superfluous to a young lady?
8. What knowledge must that young lady have to promote the usefulness of her husband and the development of her children?
9. How do ladies think about men that enjoy the activities in 216:3 (217:0)? Ladies can write what they think and men should write what they think the ladies think. We will compare notes in class.
10. Ellen White wrote that ladies should know how to use the hammer and the saw. Thought question: What would she think if she knew that many men today don’t know how to use them?
11. Which stories or passages does EGW suggest serve well to illustrate how God honors toil?
12. Compare the Ouachita Hills program to 218:1. What improvements might you suggest that would bring the program more into line with this paragraph without ruining the health of students or staff, and without lengthening the program? Or should the program be lengthened?
13. In your opinion, does the trade of canvassing qualify for a fulfillment of the counsel of 218:2? Why or why not?
14. Missionary activity has suffered for a lack of funds caused largely by the constant and pressing need of educational subsidy for our schools. What do you think about this in light of 218:3-218:4?
15. Evaluate 219:1 for principles. What ideas in the paragraph are true for all ages? What ideas were true a hundred years ago, but not so true now? Be prepared to defend your answer in harmony with your epistemology.
16. What kind of ambition could be a plus in educational work? How might that ambition influence occupational choices? Weren’t our schools established to train missionaries? How does 219:2 fit in with this goal?
17. What solution does EGW suggest to the problem of swelling numbers of unemployed and criminally occupied persons?
18. Books are heralded as sources of deep and penetrating thought. What does Ellen White say that tends to contradict this general opinion? In what way is her statement not a contradiction of this opinion?
19. Ellen White speaks of success and failure in the work of ministers, missionaries, and teachers in 221.1. These are the occupations we train men for at OuachitaHillsCollege. What kinds of practical knowledge ought our students, according to this paragraph, be certain to acquire?
20. If your parents are willing to deny their selves to save money and pay for your education, how might that help not be as helpful as they expect? What lessons might you not learn that way?
21. Teach the youth that the goal of education is neither to help students escape disagreeable tasks, nor to secure the greatest gain to themselves. What, then, is its aim according to 221:3-222:0?
22. How might useful work be done in such a way as to remove from the doing of it much of God’s intended blessing?
23. What impact would effective manual training have on the life of the workaholic?

 

 

Chap. 25 – Education and Character

 

1. Memorize 225:1
2. What reason does EGW give for making character building a larger issue today than it was in past ages?
3. What motive, when used to appeal to students, make education a “perversion of the name”?
4. What passage of scripture does EGW use as evidence that we ought not to compare ourselves with others?
5. What “root of all evil” is at the base of general educational practices for youth?
6. Cheating, cramming, and menacing individuals are each the result of an educational philosophy that encourages strife for the supremacy. This is not a question. Just recognize that it comes from the book.
7. How can beauty of language work against the needs of the readers of literature?
8. What is the impact of pleasant fictitious literature on society when it has no immorality?
9. Science becomes dangerous as it is “mingled with the _____________ and ___________ of men” that tend to infidelity.
10. “License is liberty.” This falsehood is promoted by spiritualism. What does it mean?
11. Youth is the time when the greatest temptations face youth. Understand the relation of the timing of true education to the hormonal system of man.
12. EGW speaks of the “worldwide dissemination of the same teachings that led to the French Revolution.” What teachings is she talking about?
13. What, according to Is. 33:6, will be the source of our stability in these times?

 

Chap. 26 – Methods of Teaching

 

1. Ellen White speaks of how memory has been taxed disproportionately to other powers of the mind. What other powers of the mind could be taxed in school?
2. How does burdening the mind with that which can not be used affect the mind?
3. Memory work is one extreme. What, briefly, is the opposite extreme is educational philosophy?
4. What lesson might God have intended to teach by putting the word “good” into the name of the forbidden tree?
5. What kind of discrimination is only available to those that depend on God for aid in their reasoning?
6. Takes notes on what the teacher has to say about group lectures and individual meetings in regard to educational methods.
7. Teachers, imitating Christ, should discern the __________________ in every human being.
8. What kind of efforts will always be encouraged by the wise teacher? (I am looking for the answer in 232:2 as opposed to many other right answers that could be given.)
9. What does the word “application” mean in Ed. 232:3?
10. What kind of natural restrictions do students tend to place on their own studies? In other words, what kind of studies do they tend to focus on?
11. “Natural ________________ indicate the direction of the life-work.”
12. Teachers should teach largely by ________________________.”
13. Why are entertainers in the Hollywood scene so successful at keeping men’s attention? What might even those that despise drama learn from them?
14. Do you understand the principles being presented in this chapter? Do you perceive that they are true? State them briefly in your own words.
15. How far should students advance in educational lines, according to 234:1? How can this be harmonized with “A Speedy Preparation”?
16. Does it appear to you that Ellen White would recommend annual placement tests that would determine whether or not a college student could go on to the next year’s study? Be prepared to defend your answer.
17. What could EGW mean when she speaks of studying language from a “higher point of view” than the knowledge of grammatical rules? What kind of “habits of speech” does EGW indicate should be taught as part of a school program? Be thorough. Include in your list principles up to 236.
18. How does EGW balance her own statement that children need appreciation, sympathy, and encouragement?

Chapter 26 continued.

 

1. Ellen White uses language as an illustration of what can be done “with every other study.” What should each study aim to develop?
2. Of what branch of study is this more true than with others? (p. 238)
3. In light of 238:3, what impact would a daily watching of the news have on society?
4. What elements of history does EGW indicate would be helpful to study in 238:4? (RF)
5. The Web of Humanity. This is a phrase EGW uses elsewhere, similar in thought to “the great brotherhood” in 238:4. This is not a question. These phrases represent part of the “broad” and comprehensive views of life gained from correct study of history.
6. Ellen White introduces methods of teaching math (figures). What kind of homework does she suggest? Thought question: Over the course of 30 years of real life, how would the practicality of this type of math teaching compare to the typical Algebra I, II, III program?
7. Note: The word “niggardly” in EGW’s day meant “selfishly protective of one’s money, unwilling to make reasonable expenditures.” Since that time “nigger” has come to be a denigrating term for persons of the black race. Because of the danger of misunderstanding, the adverb form “niggardly” would not be a good word to add to your working vocabulary.

 

Chap. 27 – Deportment

 

1. Memory work: “Many who are kind at heart lack kindliness of manner.”
2. College handbooks, under the heading “deportment of students” typically deal with issues of male/female relationships. What is the chief subject or theme of the chapter “Deportment” in the book Education?
3. Name three “elements of power” that each person may possess. If all may possess them, why do some consecrated persons lack them?
4. Teacher Sheila McPhereson has noticed that her students are morose and mean-spirited and that they avoid her when she lets them out of the third-grade classroom for recess. What might she do about these problems?
5. How may sincere and upright persons mar their own happiness and their service of others?
6. EGW indicates that the “rules” of etiquette do not teach true courtesy. How should we, then, relate to accepted customs of propriety? What kind of customs should we ignore?
7. What do you understand EGW means by the term “conventionalities” in 241:1?
8. EGW contrasts courtesy with etiquette in regard to our relation to those persons and things that do not meet an “artificial” standard. Courtesy always shows respect. This is not a question.
9. How may culture fail to accomplish its ends? Contrast American culture, in this respect, with other cultures. Do this in your mind, not on paper.
10. What is a “sense of propriety” as listed in 241.4?
11. In the Ministry of Healing EGW speaks of God’s people “perfectly” reproducing Christ’s character. Here in the book Education, in 241.5 she lists some of the characteristics that are to be “perfectly reflected” in his children. List them.
12. The memorize Jn. 13:34 and I Corinthians 13:4-8.
13. What two ingredients inspire true reverence?
14. How might religious meetings in school contribute to the teaching of true reverence? How might they be conducted so as to undermine true reverence?
15. Justin prays like this, “Dear Lord, please help us to understand the Bible, and Lord, give us peace. Please Lord, for we need your wisdom, Lord Jesus. . . .” What is lacking in this prayer, according to 243:5-244:0?
16. What does it mean to “paraphrase” the Word of God to “point a witty saying”?
17. We are to show, as we have seen in the last questions, true respect for our God, for his presence, his worship, his name, his inspired Word. What other aspect of reverence for God should be manifest in the lives of students according to 244:3?
18. Memorize the quoted portion of Leviticus 19:32 (from 244:4)
19. Fathers and mothers represent God to their children. This truth should lead them to reverence their own positions…to treat their responsibilities as sacred. This is not a question.

 

 

Philosophy of Adventist Education Study guide on Education, chapters 28-29

 

Chap. 28 – Relation of Dress to Education

 

1. Fashion and Appetite have some things in common….they demand a great deal of time and energy and resources from their servants. The former competes powerfully against teachers in their work.
2. Which of the reasons for not serving fashion, as found on 246, apply to today when fashionable clothing may be purchased quickly, and when there is enough money around to dress fashionably and still eat well and give generous offerings?
3. How, according to 247:2, does fashion militate against the aim of the teacher? How in 247:5?
4. What relation might one infer as existing between dress and dishonesty in young ladies from 247:2 and in fathers in 247:3?
5. Who is the “she” in the phrase “a greater display of her power” (247:4)?
6. Ladies coming to school in the 19^th century did not bring a change of clothing. They wore their articles both for class and for recreation. This is not a question.
7. What practical advice did EGW give for breaking “the spell of fashion” that rests on the youth?
8. Memorize and understand “Plain living is indispensable to high thinking.”
9. Ponder: We read earlier that many life’s joys and blessings are forfeited to a lack of thought and courtesy. We may think that large donations to distant projects and long-term commitments to great endeavors constitute the significant investments of our life. This chapter highlights the value of miniscule investments of time and attention. In the light of the value of these small investments, fashion’s demands for some portion of our time and money becomes treacherous. (247.7-248.1).
10. What is a “mandate”? From which sources ought our clothing mandates to arise? (i.e. I am looking for the three correct motives of clothing values found in 248.3).
11. What does “becoming” mean in 248:4? Appropriate? Note: On the latter point, other counsels of EGW indicate that clothing should be “appropriate” to the weather, the gender, the vocation, and the shape/size of the individual.
12. Compare the first and last sentences of 248:5. What type of individual does it seem EGW had in mind, in the last sentence, as evaluating character on the basis of dress?
13. Other than modest dress, what other precaution must be practiced before a young lady can claim the “shield from a thousand perils”?
14. How might persons come to realize that character may be beautiful or ugly—that godly people ought to adorn themselves with holiness and righteousness? (i.e., 249.3)?
15. Read the article “Notes on Dress” and respond to it with a two or three paragraph critique of its strengths and/or weaknesses.

 

Chap. 29 – The Sabbath

 

1. EGW draws from the words “that you may know” in Exodus 31:13,20:11, the idea that the Sabbath was intended to be part of true education. Notice this is the first paragraph of the chapter. What is it to teach?
2.  While EGW links the Sabbath with education in the first paragraph, she links it with another vital long-term part of our life in the second. Which part of our life?
3. When your little children think “Sabbath” what should that word bring to mind, according to this chapter?
4. Thought question: Have you noticed families where the children, when grown, are very close to their parents? How does EGW suggest, practically, that you might bind your children forever close to your own?
5. Multiple Choice: Ellen White suggests, as a pattern of Sabbath School Study, (A) Seven days of intense study (B) Study Sabbath Morning and review in the Sabbath School, (C) Study Sabbath afternoon and daily review with illustration through the week, (D) Class room discussion led by the person who really studied.
6. What practical way does EGW suggest that parents may remedy the weariness of their children with the sermon?
7. Despite all the superlatives in this chapter, it is the shortest in the book. This is not a question.

 

Philosophy of Adventist Education

Study Notes on Education ch. 30, Faith and Prayer

 

Introduction: Remember that in the chapter “Schools of the Prophets” we learned that in those educational centers, students learned not only that they ought to pray, but how to pray; not only that they ought to exercise faith, but how to exercise faith. That is the theme of this chapter.

 

1. In 253:1, what does faith do? (i.e., an example of one thing that it does would be “accepts God’s righteousness.”)
2. T/F   When a wicked man aspires to help his mother clean the home because she is sick and old, this is evidence that the Spirit of God is working on his heart.
3. What is the manifest condition that summarizes the conditions on which each of God’s promises is based (253:3.b)
4. Where can we find the things God has promised (tricky question)?
5. T/F   Every man is given a measure of faith.
6. What must a man with his gift of little faith do to enable his faith to grow?
7. How does EGW explain Paul’s assertion that God calls “those things which be not as though they were” Romans 4:17?
8. The chapter bids us see the power of God’s word in creation. Where (list two sources) does she direct our gaze to see the power of faith in the life?
9. Write briefly…what does EGW mean that “we each walk alone.”
10. “As a shield from temptation and an inspiration to purity and truth, no other influence can equal the sense of __________________________”
11. Timid Tim will find life to be a burden as he shudders under the stress of one confrontation after another. What, alone, could banish the fear that ruins his happiness? What Bible stories would especially be helpful to one such as Tim? What idea would he a help to ‘the self-distrustful” who lack of self-reliance leads them to shrink from responsibilities?
12. What positive trait often lies beneath the negative habit of being resentful under wrong or provocation?
13. What method, or “how to” of faith is pointed out on page 257? The answer I am looking for is “beholding.” So I answered this one for you. Know the answer in case I ask it again. By beholding persons in the Bible that had strengths of character where we have weakness, and by beholding Jesus in particular, faith lays hold of power and changes the life.
14. How would you suggest help to Bible Teacher Elder Homer when his plan for the class has the students studying faith in early September and then studying prayer in late November?
15. List items that we may ask for and be sure that we receive them, according to the Bible and Ed. 258:1?
16. Which branch of one’s prayer experience alone “sustains the soul life”?
17. What lesson does EGW draw from the fact that Moses, when in the mount, saw the pattern of the sanctuary that Israel was to build?
18. What qualification must a teacher have who is to teach “these” “lessons” to his students (259.2)?
19. What practical reason does EGW give for why the teachings of the Bible have so little impact on the youth?
20. T/F   Treating the Bible as a book of good moral instruction, to be heeded so far as is consistent with the spirit of the times and our position in the world tends to prevent skepticism and infidelity in the youth.
21. Who must give workers “time to think, to pray, to wait upon God for a renewal” of their powers?
22. What is the impact of having devotional exercises hurriedly?
23. Do not memorize the following, unless you want to, but be able to make a practical application of the passage to today’s life:

 

“As the apple tree among the trees of the wood,

So is my Beloved among the sons.

I sat down under His shadow with great delight,

And His fruit was sweet to my taste.

He brought me to the banqueting house,

And His banner over me was love.” Canticles 2:3, 4.  {Ed 261.1}

For the Word Doc: K_Education_24-31_less_30

Philosophy of Adventist Education

 

Study Notes on Chapters 19, 20 and 23 in the book Education. These are named History and Prophecy, Bible Teaching and Study, and Recreation.

 

1. How has Divinity been manifest in the accuracy of the Bible after it was written?
2. How does sacred and secular history differ in regards to causation in national build-ups?
3. Education pages 174:0-175:1 give a “philosophy of history.” Write the scripture references used in this section and, in your own words, the tenet or idea that Ellen White draws from the passage as part of the philosophy of history.
4. Under two different figures, a tree and a slaughterhouse, the Bible illustrates national governments. Be prepared to explain how governments today may act to fit under one of these pictures.
5. Explain briefly the meaning of Ez. 21:26-27.
6. Secular human history begins with discovered written records and ends with today’s events. Bible history begins prior to creation and carries on to the future. In Sacred History, eschatology and history are one. Understand this sentence. Don’t write anything about it for this assignment.
7. What does Ellen White mean by the phrase “the world’s first destruction” on page 183? Write the sentence that begins “Engrossed” with very simple words that most fourth graders could understand.
8. Criticize this sentence: “Jesus demonstrated, during his life here on earth, a Divinely inspired knowledge of the Bible and thus gave evidence that he was truly God.”
9. What portions of the Bible are specially adapted to the needs of children?
10. What kind of methods does EGW suggest will help fix Bible lessons in the memory of chilodren?
11. In the Great Controversy we find EGW speaking against innovation in worship forms. What does she have to say about innovation in teaching forms?
12. What part should the Ten Commandments play in family worship?
13. In 186:2-3 Ellen White’s presentation on family worship corresponds to her axiology. Examine the paragraph. Compare and contrast her axiology in worship with that of modern worship trends.
14. The laws of heredity have been ordained in such a way that children inherit morals from their parent’s influence. Understand this statement in light of 187:1.
15. How was Abraham qualified to be the father of the blessed nations in 187:2?
16. Think creatively. How could an academic program be organized to work most in harmony with the principle in 188:1?
17. What beauties does Ellen White refer to in 188:3 that would exert such a profoundly wholesome influence on the student?
18. What influence does a wide reading of “even books that in themselves are not harmful” have on the mind?
19. In 190:2 EGW suggest the relation of the Great Controversy (not the book) to Bible study. Understand this paragraph. Be prepared to discuss it.
20. Which teachers in our schools should be prepared to explain the book of Revelation?
21. The last portion of 191:4 was used to market the Pocket versions of the Conflict of the Ages series. This marketing strategy seems to have died away. I forget now to carry my copies with me. I cannot assign a revival, so I recommend this paragraph to your practical application.
22. What are the three great motive powers of the soul? What does the Bible mean by the phrase “Beauties of holiness”?
23. Define briefly and contrast: Recreation, Amusement.
24. Recent studies have shown that one out of five people that fly on airplanes catch a cold[1] from the trip…from sitting so close to others and breathing air that shares moisture and germs. What does Ellen White say about the classroom that is related to this finding?
25. What ages does Ellen White recommend as years when students should still be studying outdoors with their mothers without being kept confined to class-room studies away from home? What reason does she give in justification of this recommendation?
26. How might posture when studying impact the later years of your life? Thought question: Do you breath deeply and easily while studying? Do you have sufficient ventilation? Do you “curl up” to study?
27. What special advice does Ellen White give to poor students who are very busy because of their needs to earn money and to keep with their studies simultaneously?
28. Ellen White speaks often about unbalanced minds and the damage they cause in the church. In the chapter on recreation she speaks of the etiology of an imbalanced mind. How might a mind become imbalanced?
29. Be prepared to explain the relation of physiology to morality as expressed in 209:2
30. In 209:3 EGW quotes the Bible without giving a reference. Write the entire verse and the reference where it may be found.
31. Write a short paragraph on the gymnasium (ie, gym), its pros and cons.
32. Ellen White divides sports into brutal and “not so brutalizing.” What danger does she indicate apply the former class or sports? What dangers does she indicate apply to both?
33. What way has Inspiration pointed out for us to find wholesome and life-giving diversions from our regular activities and occupations?
34. According to 211:4, what does our choice of home location show about our axiology?
35. In 212:1 EGW describes how teachers “in some schools” benefit their students and indicates that it would be better if this practice were “more generally” followed. What practice is she speaking of?
36. What practical suggestion does EGW give to help schools prevent vandalism of their property?
37. What kind of activity does EGW suggest as an ideal form of recreation on page 212-213:2? Would this likely be considered cardiovascular exercise?
38. The regular routine of school can ill bear interruptions from recreational activities. How would Ellen White respond to this statement?

 

Notes and Questions

Philosophy of Adventist Education

Education chapters 17 and 18

 

Chap. 17 – Poetry and Song

 

1. Who wrote the book of Job?
2. Who is the author of the poem in Job 38? The poem is largely a series of questions. Think about the questions. In your own words, what does it seemed the Writer of the poem intended to convey through them?
3. The segment about the boundaries of the sea is full of interest. Have you ever wondered why the sea makes little progress against the shoreline? What might we learn from the limits of the sea?
4. The poem speaks about the gates of death. What are the gates of death? Do prophets elsewhere in the Bible speak of the gates of death?
5. Look at the phrase “where no man is” repeated. What might have been intended by this phrase? (in other words, what might the Author have expected you to gain from the phrase?)
6. Some look to the starts for guidance. The poem of Job 38 indicates that the stars themselves need guidance. Think about this. This is not a question.
7. The poem of Canticles 2 is often used in wedding ceremonies. Prior to the phrase “arise my love, my fair one, and come away,” what mood is created by the earlier lines?
8. Think about the “beauty” of Balaam’s “unwilling” prophecy? Was it the result of careful thought by Balaam? Did he work to perfect the beauty of the expressions? To what source must the beauty of those lines be attributed?
9. Think about the phrases “a people that dwell alone” and “shall not reckoned among the nations.” How do these phrases reveal the spiritual nature of what it means to be an Israelite?
10. God, through the minor prophet Micah (see 6:5) refers to the poem of Balaam as a way for us to learn about the Righteousness of God. Joshua and Nehemiah both mention the story also (24:9-10 and 13:2 respectively.) What can be learned from the poem regarding Righteousness by Faith?
11. What metaphysical statement does Ellen White make about Music? (161)
12. Find evidence in the Bible (give a reference) that God sings. Find two references outside of the book of Revelation to heavenly beings singing. (give references)
13. The earliest recorded human song (Ex. 15) speaks about the death of God’s enemies. They are “dashed in pieces.” Does this well represent the character of God? What is your epistemology for answering that statement? Is it possible to have “Revelation” as your final source of truth if accepted Revelations contradict each other?
14. Multiple choice: The relation of spiritual blessings and songs of praise regarding them is (A) the former lead to the latter  (B) the latter lead to the former (C) both A and B  (D) We sing from principle without any regard to whether or not we have been blessed. If you pick A or B, give one reference from the Bible to show it is so. If ou pick (C) then give two references from the Bible (or one that shows both to be true). If D, then no reference is necessary. But if you are wrong…you are wrong.
15. Some might consider song and poetry to be superfluous in a philosophy of Adventist education. In the chapter here, what does the story of Jehoshaphat demonstrate regarding the power of holy song?
16. The dying often want to here Psalms 23 read to the. My father did also. This poem is known throught Christendom. Think about it. What do you think has placed this song in such high demand by a not-so-religious public? Are there hints here to the power of poem and song to penetrate where sermons are little wanted?
17. Thought question (do not answer in writing): Is there a connection between the bitter struggles of the life of David with his family, his enemies, his king, the death of his best friends, his personal fall, his betrayal by his own children, the death of his own child, and other bitternesses, and the fact that he was chosen to write a large part of the poetry and songs fo the Bible?
18. When did Jesus use song as a tool? Would words of instruction have worked as well as song in those situations? Thought question: Are persons, then, who can not use the tool of song crippled in their ability to manage interpersonal stresses and situations? If these are some of the most important parts of administration at any level, then is there good reason for song to be part of a school of the prophets?
19. Did Jesus compose his own songs for use during the last night of his trial on earth? Is it likely that we have composed many songs that, had we been more conversant with the psalms, would not have been as necessary?
20. Where can we find a song that it is prophesied that we will sing prior to Christ’s coming? Would we do well to learn that song now? (the latter is a rhetorical question)
21. God had a purpose in giving music and song to men. What was its purpose? What is the practical relation of music to our need to have the Word of God in our minds?
22. List some of the benefits of music, rightly done, listed on page 168. As ladies are especially sensitive to censure, what it be wise for them to make certain that there home sounded with sweet songs? That latter question is rhetorical.

 

Chap. 18 – Mysteries of the Bible

 

1. To what extent are we able to understand the purposes of God?
2. Think about the statement “faith must rest upon evidence, not demonstration.”  In the case of the truth that sin leads to death, can you see the wisdom in such a statement?
3. What is the source of our difficulty in comprehending the mysteries of the Bible? What would you answer to this argument: The Bible was given as revelation to men. Then it must be possible that it will all be understood.
4. Understand what EGW means when she urges that the incomprehensible nature of parts of the Bible message is evidence in favor of its Divinity. Be prepared to explain.
5. Thought question: What does this mean: “mysteries that overpower the mind in its human research?”
6. What could a man do to help himself who is tempted to doubt the Divine source of the Scriptures?
7. How should we treat or relate to those portions of the scripture that seem beyond the possibility of being understood?
8. What part of the Bible do you, personally, fully comprehend?
9. What is the value to trying to comprehend “the great things of God’s word” when they are so totally beyond our ability to grasp?
10. What evidence do you have that bread is nourishing for your body? What lesson does EGW draw from that illustration?
11. Several chapters in the book Education have spoken about “keys.” This one introduces a key to every mystery and to the treasures of the universe.

For the Word Document: I_Education_17-18

Study Notes for Philosophy of Adventist Education

Chapters 13, 14 and 15

 

Chap. 13 – Mental and Spiritual Culture

 

1. In a previous chapter EGW spoke of laws governing our spiritual, mental, and physical nature. In this chapter she speaks of one law that governs all three. In your own brief words, what does that law say?
2. If the goal of education is to fit men for this life and the life to come, the Bible contains all the ___________________ that we need to understand to be educated.  Thought question—are ___________________ the only things school is intended to teach?
3. In Steps to Christ EGW says that some Bible reading is a positive harm (p. 110). This chapter indicates that even a hasty reading is helpful. Compare the passages and state in your own words how the two statements can be harmonized.
4. What suggestions does EGW make in this chapter to those that hope to discover deep and buried truths in the scripture? Does she, in this chapter, give more attention to the study of context or to the comparison of various parts of the Bible?
5. EGW speaks of a supernatural “structure” to the Bible that allows it to be studied in a way calculated to strengthen the mind. Be prepared to discuss: Does this savor of the verbal concept of inspiration? When she speaks of poetry the sweetest and most sublime, does she mean that the Holy Spirit authored the poems? Or that the prophets were the world’s most gifted poets? Or something else?
6. The chapter speaks of two mental exercises that, during Bible study, strengthen the mind. One is the exercise of searching and comparing various parts and trying to see the harmony between them. What is the other exercise? And what solemn warning is connected with not practicing the exercise?
7. The heart that is longing for something, what part of religion is it that will fill those cravings?
8. What, alone, can limit the possibilities for development in the mind of the one that connects with the mind of God by studying the scripture?
9. Books of the Bible have a central theme. Does the Bible have one? (ok, the answer is “yes”). What is it?
10. In your own words, what is the key to understanding the treasure house of God’s word?
11. If we offered a Masters Degree is Soteriology, should it be a Master of Arts, or a Master of Science degree? (This is a thought question only.)
12. Memory work: Ecclesiastes 7:12. Hos. 8:12. Jer. 33:3. Due on Monday, October 5, 2003.
13. Write 126:5 on a third-grade reading level (ie. Very simple words)
14. How do you understand the ideas on page 127 that we will recognize the voices of our angels at the resurrection because we learned to “distinguish and love” those voices here on earth?

 

Chapter 14

1. What is the difference between “inferences” and ‘implications.’
2. This is not a question: In Creation Science class, for those that have not yet taken it, we will explore in some detail the evidences in science for the creation and flood models. In this class (Education) we will discuss the scientific theories that one might postulate from the principles of pre-planned healing mechanisms in an earlier chapter.
3. Think about EGW’s arguments from Coal and Oil. Would slowly buried organic deposits yield the vast fields that now exist? This is a significant argument.
4. Summarize as a list the weaknesses of scientific conclusions listed in 130:2. Which of them is an axiological weakness? Why would axiology play into a paragraph such as this?
5. Consider the paragraph 131:0. Would it shake your faith if a mechanism was discovered (none discovered to date) that explains by natural causes the pumping of heart cells? Be prepared to discuss.
6. A common and fundamental metaphysical question regarding theology is whether God is personal or impersonal (a force, a power). What paragraph (pg:para) answers this question directly?
7. Practice grasping 132:2, 3, 133:1. What evidence do you see in the last of these that David also stretched his mind by trying to grasp large ideas?
8. When we studied axiology, we studied the ideas of being valuable because something is morally right, and also being valuable because it is pleasing. Since then we have spoken of other aspects of axiology. Some things are valuable because they have meaning and purpose. In 133:2 (beginning “it was the Maker, called 133:1 by the CD ROM) speaks of another aspect of axiology—being valuable because of a need. What kind of a God do we need?
9. Contrast the last paragraph on 133 with I Cor. 8:1. How can both be true?
10. Think about Hebrews 11:3. Is it useful to try to convince an atheist of creation? Why or why not? Does Hebrews 11:3 answer the question?

 

Chapter 15

 

1. What book of the Bible seems to have been designed especially for business persons?
2. Find five passages in Proverbs with business principles that are NOT listed in the chapter, and that are not paraphrases or slight adaptations of principles listed in the chapter.
3. Pick three of the passages listed on 135 and 136 and be prepared to give a five minute talk about these principles on Tuesday, October 3, 2006. Some students will give the talk in class without prewarning (unless this is a prewarning). The more interesting the talk, the better. That might help you pick your three passages.
4. The epistemological question “is there such a thing as absolute truth” finds a definite and direct answer on page 137. What truth does EGW use to answer the question? Understand what she means.
5. What little-recognized fact or principle does EGW allege lies at the foundation of business ethics?
6. Each man has “his work” according to EGW. What three characteristics (pg. 138:0) define the work that a man is to do?
7. How may a Christian businessman, or worker, be assured that God will make Himself responsible for the success of the business or the work? There is more than one required point.
8. What debt of Paul’s did EGW say also belongs to each of us?
9. Memory Work, Pro. 11:24,25. Due Wednesday, October 8, 2003.
10. Does Pro. 3:9-10 promise wealth on the basis of tithe-paying? Think about this. Compare Lev. 26:3-6. Does this passage speak of extra provision or sufficient provision as the blessing to be expected?
11. How may one “lend to the Lord”?
12. Read the experience of Job as a wealthy man (page 142). Think about how God’s principles would have brought that about?
13. How does Pro. 10:22 contrast the riches from the Lord and those gained otherwise?
14. Did you read all three chapters (13-15) carefully? (I mean, without skipping sentences or just glancing at paragraphs).

 

For the Word Document, see: H_Education_13-15

Philosophy of Adventist Education

Study Guide, Chap. 10 – God in Nature

 

1. How does 99.1 support 2 Pt 3’s statement about “willingly ignorant”?
2. Have you ever wondered how things in orbit ended up going the right direction at the right speed to end up in stable orbits? Thought question.
3. How may someone be in “harmony with the universe?”
4. What seems to be the key to interpreting nature’s teaching in 100:1? What seems to be a second key in 101:2?
5. Little children can always receive two things from nature…instruction and _______________. Do children differ from those older in years in this respect?
6. How is it that children become less adept at learning from nature as they grow older?
7. The image of God, the model for man…is it visible in other created works than man?
8. In regard to your choice of a home for your young family this chapter is very instructive. NaQ.
9. What part or type of process in nature needs “an interpreter” for children?

 

Chap. 11 – Lessons of Life

 

 

1. What impact did natural surroundings have on the audience of Christ? Thought question, should we hold our classes outdoors? Notes? Computers? Chalk Boards? Hmmmm.
2. Jesus delighted to gather “the spiritual teachings” from nature. NaQ.
3. Jesus drew object lessons from nature, God’s book. But he also drew lessons from objects of “daily toil.” What benefit came from using this source for object lessons?
4. Children link ideas. What kind of ideas should be linked in their minds with thoughts of God?
5. In the last chapter children needed an interpreter of nature. In this chapter nature is itself an interpreter. Of what?
6. What does Ellen White mean by “The Law of Ministry”?
7. By what part of nature does Ellen White illustrate the blessing that comes from being a channel for God’s blessings?
8. What spiritual lesson does the book Education draw from the fact that “he knoweth not how” (Mark 4:27)? In what sense in this lesson a lesson in “faith”? How is the lesson especially for educators?
9. Thought question: Why might it be that God does not yet breathe on a seeded soul?
10. At every stage of development our life may be “perfect.” Hmmm. Then is the harvest always ripe? Be prepared to discuss.
11. List three passages that describe human spiritual growth in terms of natural processes (106:1).
12. Did Jesus grow in knowledge? Was he all-knowing?
13. Children should be trained in childlike _______________ …. To be ______________ with the small, helpful duties and pleasures ….
14. Why do men lose site of God’s agency in the work of sowing and harvest? Is a harvest natural?
15. In what sense do we partake of a miracle when we eat?
16. “In nature there can be no __________________.” Yet camouflage is common there. What does the first sentence mean?
17. The uncaught crook is cheating himself in the sense that the harvest of life is _____________________.
18. What does “liberality” mean in 109:4?
19. How can a man preserve his life according to 110:3?
20. Spring illustrates the resurrection. This is not a question.
21. How does Education illustrate the truth that we can not expect instant fruit when cultivating a better character?
22. The various needs of the variety of seeds illustrate an important truth. Know the truth.

 

Chap. 12 – Other Object Lessons

 

1. The body’s self-healing system is used to illustrate some truth in Galatians 6:1. What truth? Did Ellen White know Greek?
2. Cultivate love to become a more effective healer. 114:1. NaQ.
3. The value of perfection in small things is well illustrated by tiny ____________ in the woods. Children thus learn to find nobility and purpose in life’s humblest undertaking.
4. The bow in the clouds illustrates God’s ___________________________.
5. Astrologers seek messages in the stars. Education has a heading “Message of the Stars.” How does the book differ from the profession?
6. In your own words, write a one sentence lesson described in the book for each of these: the palm tree, the desert, the river and its tiny sources. Why do many have no interest to labor?
7. I’m out of time for writing. Enjoy the rest of the chapter.

For the Word Document: G_Education_10,_11,_12

Study Guide

Education, chapters 8 and 9

Philosophy of Adventist Education

 

1. What was the residence of the Son of God prior to the incarnation?
2. Thought question: Why would Jesus be called the “Everlasting Father”?
3. Who is Jehovah in the Old Testament?
4. Several of the men studied in the last chapter resurface in the opening of chapter 8. The virtues of these men were, cumulatively, to serve the same purpose as the incarnation of Jesus, but on a much dimmer scale. Not a question.
5. Men had established a standard for themselves, in terms of character development and educational excellence. They did not measure up to God’s standard. How did they measure up to their own?  What relation did “appearance and profession” hold to “true excellence”?
6. The teachers that arose from “time to time”, do you suppose that they were Jews? Or “heathen”? Or both?
7. The fact that these men made “no lasting impression,” sounds pessimistic. Does this mean they were, ultimately, useless?
8. List four adjectives that describe the traditions and speculations of the Jews in Christ’s day? 75:0 (74:4)
9. Religion led to materialism. How so? Describe the cause and effect.
10. 75:1 is philosophical. From Theology and Cosmology came conclusions about basic epistemological questions. Men ceased recognizing even the idea of “truth.” Society’s ethics adapted to match their anthropology. Axiology reflected a new set of ultimate values. If you understand these sentences and their relation to 75:1, you are done with this question.
11. Men did not become atheist. Rather, they came to regard God as such a one as ________________________.
12. Are religions today also a system of “exaction”? What about “grace” religions like modern evangelicals?
13. The “impress” of demonic powers, does it show on the face?
14. From 76:2 (76:1?) what were Christ’s purposes in coming to earth?
15. Does love accumulate over time? Thought question.
16. Did Jesus have a social gospel? How does his gospel (76:3) compare to the social gospel today?
17. 76:4 is philosophical. If Ethics are revealed by God, how can they be other than arbitrary? And how can the law be a pledge of “eternal life” when none of us can earn our way to heaven?
18. The chapter began speaking of a need of “power” being added to the race. 77:1 speaks of principles being the agent in regeneration. Are these principles, then, the power? If not, how are they related?
19. As religion declines in ______________, it tends to increase in _____________. 77:2
20. Jesus sought an education from “Heaven-appointed sources”. What were these?
21. Our Messiah lifted men and reached their hearts by three great gifts. What were these? 78:3
22. Empathy. Jesus had it like no other. Not a question.
23. How did Christ’s great love and sympathy display itself in relation to his opportunities to “reprove” sinners?
24. How did Christ’s presence lead men to evaluate their strategic values?
25. In what hallmark did Jesus recognize hope that he could life men higher?
26. How did he inspire these hopeful cases with hope in themselves?
27. How do you understand the statement “realized that they were still men”?
28. How did Christ’s life escape the regular pattern of noble needs interspersed with a marred lifework and a lagging trust?
29. When in prayer, what did Christ seek before he was satisfied?
30. Jesus directed men to study God directly. 81:2.
31. The ability of Jesus to anticipate the future affected his teaching. How is this practical for us?
32. All things had purpose to Christ. What purpose did all aspects of life share?
33. 83:5 is nearly poetic. Flee folly. This is not a question if you understand what the paragraph teaches.

 

From chapter 9, “An Illustration of His Methods”

 

1. Where do we find the most complete model of Christ’s method of Education?
2. What method did Jesus especially use with the disciples to reproduce his character in them?
3. The work of true education is to impart “_______________________ _______________”
4. Note the family model as illustrated in this chapter. NaQ.
5. Aside from his chosen disciples, what other class of people formed temporary positions in Christ’s family?
6. Why were the disciples close (in proximity) to Jesus? (Do our sitting habits at teaching services and church reflect on our internal interest in the teacher’s message?)
7. A. What disqualities would have prevented the pre-apostles from being chosen to become rabbi’s? B. What qualities were noticed and chosen by Jesus as qualifying them for the job of apostle?
8. Where might we find men like these today?
9. Was Jesus seeking a certain type of personality or temperament or educational level when selecting hid students?
10. Jesus selected his students. Today student select their schools. Thing about this.
11. What kind of unity must the apostles cultivate to be successful in their work? (three words)
12. Four disciples received more time than others. Who were they? Why did they get more? Why did John get the most? Why did Judas get the second most?
13. Which disciples’ history best illustrates Christ’s methods? Did his faults reduce the encouragement he should receive for his virtues?
14. Memorize “To self-trust, trial is defeat.” Know tomorrow. J
15. Jesus could not prevent Peter’s fall. How did He work, before Peter’s fall, to assure that Peter would rise again? How did he work during the fall? How did he work after the resurrection?
16. Memorize 90:2. Know it by midterm. “Human beings…..to learn”
17. A miracle of divine _____________________________ was Peter’s transformation.
18. Why did Jesus refrain from directly rebuking Judas?
19. Why did Jesus maintain Judas as a member of the twelve?
20. Why did many of Christ’s motives and movements excite doubt in Judas?
21. What principle took precedence in Judas’ life?
22. When did the disciples recognize the value of their educational opportunities to learn from Jesus’ lips?
23. Memorize 95:2. Due at midterm.
24. What heavenly event was signified by the outpouring of the Holy Spirit?
25. Memorize the statement of the Spirit’s impact on the disciples, 95:5. Due at midterm.
26. “The presence of the same guide in educational work today will produce the same results as of old.” 96:2. What were these results? 95:6.

 

Christ’s Example in Contrast with Formalism, FE 438-441

 

1. Briefly describe the problems with first century Jewish education from 438:2.
2. How were minds repressed and narrowed by an education that succeeded in imparting a great deal of knowledge?
3. What does “induced” mean? What does this word imply about the wishes of Christ’s parents? Were his other siblings home-schooled?
4. What kind of requirements did Jesus ignore as a youth? Do such requirements exist today?
5. In his youth, did Jesus decidedly condemn the maxims and meaningless forms of his day? In what gentle way did he show his non-approval (ie, he did not do something…)
6. Jesus would not place himself under the instruction of those “___________________________________________________________”
7. He taught that it was better to prevent evil than to” [complete the thought]
8. When choosing a school, what selfless thought about his future followers did Christ keep in mind?
9. In the Rabbinical schools Jesus could have challenged the teachers and given his fellow students a chance to hear the truth. Why didn’t He take this opportunity?
10. In what aspect of Jesus’ life did he begin at a “very early” age to act for Himself?
11. When brought in contact with the teachers of his day, how did the young Jesus communicate with them?
12. Christ’s education seemed to be of a higher type than their own—so thought Christ’s detractors. Think about this.

 

For the Word Document: F_Education_08,_09,_FE_56

Study Notes and Questions on Education ch. 7 and ch. 16

Biographical Studies

 

1. Consider the five men Ellen White speaks of in chapter 7. Three of them were removed from home earlier than they would have chosen to leave…Moses at ages zero and again at 12, Joseph at 17, and Daniel at about 17. These later became the worlds “greatest statesmen” and its “wisest legislator.” Thought question: What does this say about the importance of early education?

 

1. What lesson, in regard to the power of temptation, does Ellen White draw from the flower on the mountain?

 

1. Joseph and Moses had alike been shepherds. If the goal of education is the harmonious development of the mental, the spiritual, and the physical, how might this occupation have been of their greatest assets? What does EGW say about the development of these three powers in Daniel and his friends?

 

1. At what point in his life did Joseph make the resolve to prove himself true to God?

 

1. What evidences did Daniel and his friends face that seemed to indicate that the religion and culture of the Babylonians was superior to their own?

 

1. What would have been wrong in eating food offered to idols (in the case of Daniel) when we consider Paul’s counsel that idols are really nothing?

 

1. Daniel 1:9 says that “God had brought Daniel into favour and tender love” with the man over him. Ellen White writes more. How did this favor and love come to be?

 

1. How did men honor Daniel for his faithfulness? How did God honor him for the same?

 

1. Daniel and Joseph were great aids to the empires with which they were associated. In this sense you might say that they were adding power and efficiency to paganism’s governments. Be prepared to discuss the ethics of this kind of work.

 

1. From this chapter would you expect that faithful SDA youth might be quickly raised to position of important political trust?

 

1. Memory work: (if you have memorized it before in your life and want to be challenged, you may memorize the following paragraph instead.) “The greatest want…..the heavens fall.” This will be due at the quiz preceding Class 11.

 

1. What was the “rule of daily life” in Elisha’s home?

 

1. When God called Elisha from his home and put him to a special work, what kind of work did God have him do for the first period of his ministry?

 

1. Contrast Elijah’s call of Elisha and your personal of idea of how you would appeal to someone to do God’s work. Why did Elijah bid Elisha to return home?

 

1. Where did Elisha learn “not to fail nor become discouraged”? Notice: He would not have received a double-portion of Elijah’s spirit if he had not learned that lesson.

 

1. Elisha took up his final call after Elijah was translated. Contrast their work. Today, do we need men like Elijah, or like Elisha?[1]

 

1. How did Jochebed’s foreknowledge of Moses’ future separation from her affect her training of him? God chose Moses from among tens of thousands that could have been chosen. Thought question: If a mother today was as earnest in teaching her child, as earnest as she would be if she knew her child would leave home as a pre-teen, would their be more Moses-like souls today?

 

1. Moses and Daniel both served the world’s greatest empire (of their respective times) while their own nation suffered as a defeated body of servants. Discussion question: Why was Moses called to reject the leadership of the nation and free the Jews, while Daniel was called to accept the leadership and leave the Jews in captivity?

 

1. When did God, in a “special sense”, undertake Moses’ training?

 

1. When God specially undertook Moses’ education, were his next steps great successes or terrible failures?

 

1. In what particular ways did sheep-raising qualify Moses for a great leadership role?

 

1. Did his time in the Egyptian palace, his education there, shorten or lengthen the amount of after-education that Moses needed before entering on his great call? After answering this, think about it a bit. Heaven thought 40 years was worth it to teach and unteach Moses.

 

1. Describe the faith of Moses. Was it a “leap in the dark?”

 

1. “Saul of Tarsus shared to the fullest extent the pride and the prejudices of his nation.”  As for his education, his teachers were ruled by “self-aggrandizement, love of domination, jealous exclusiveness, bigotry and contemptuous pride” In God’s system, where character is everything, why was a man like this chosen to do a great work?

 

1. Both Moses and Paul had to learn a type of administration that differed widely from the one they were taught. In one word each, describe the laws that governed the two systems of education.

 

1. What asset allowed Paul to learn in days what Moses had taken years to learn? In other words, what special tool did the Holy Spirit, in Paul’s case, have to work with that was not available in the case of Moses? After his days of blindness, where did Paul go to continue his education?

 

1. Other than a need for money and a desire to support himself, what other factor inclined Paul to labor at the trade of tent-making?

 

1. Modern Psychology has dappled with the idea of multiple-intelligences. That is the idea that we have several nearly-unrelated types of intelligence. A man may be wise with numbers but poor with spatial concepts. He may have a great mind for music but poor reasoning as a strategist. Ellen White seems to allude to an idea like this in the life of Paul. He had strong “intellectual endowments.” But he had a “rarer wisdom.” In your own choice of two or three words, how would you characterize this type of wisdom?

 

1. In Adventism today there is a conflict over Allah. When ministering to Muslims, should we confess that their Allah is our own loving Heavenly Father? Or is Allah a name for an ancient moon-god? What help might the story of Paul in Athens provide to this issue?

 

 

1. Briefly, how would you characterize the contrast between the greatness that could have been Moses’s and Paul’s and the greatness that is theirs now?

 

On Chapter 16

 

1. How does Ellen White contrast the biographies of the Bible with those from other sources? What does this have to say about the nature of inspiration and the question of whether a prophet’s opinions may color his wording and story telling?

 

1. What truth is taught with greatest clarity in the Bible, according to Ed. 146? Think about this statement “Terrible is this truth.”

 

1. This chapter covers lives like that of Jacob where cause and effect did not play out so happily. How did Jacob reap what he had sown as a young man?

 

1. When did Jacob gain victory over the evil in his character? Is that when he stopped reaping the results of what he had done wrong?

 

1. Describe how God related to the curse on Levi when the tribe repented and turned away from its evil.

 

1. What story does EGW use to illustrate Pr. 23:7?

 

1. Sister White wrote “No truth does the Bible set forth in clearer light than the peril of even one departure from the right.” But she gives two examples. What is one other example that you can think of that illustrates this principle?

 

1. What kind of life qualifies as the “strongest bulwark of vice in our world?”

 

1. God did not originally ordain to translate Elijah when He did. What act of Elijah hastened or postponed his translation? After this act he was called to anoint __________________.

 

1. You have likely heard of the School of Christ. What department of that school does Ellen White mention that all must be trained in before they “render true service”?

 

1. Many dream of having power like that of a king. After witnessing the position first-hand, how did David feel about that kind of power? How did he feel about going back to take care of sheep?

 

1. What positive qualities arose through David’s hardships when fleeing Saul? Thought question. . .what ill qualities might have risen had he reacted differently to the same?

 

1. Solomon had much of the same genetic material as David, but lacked the early discipline. What difference did this, apparently and according to Education, make in his life?

 

1. Who recorded the history of Solomon’s apostasy? Think about that.

 

1. In these chapters Ellen White draws many lessons from the lives of Bible men. If you were to characterize these lessons at one time, what kind of lessons are they? What kind of thing do they teach? (not “what things” but “what kind of things”….science? math? History is the mode, but what do the ends have in common?

 

1. According to Job’s faith, so was it unto him.  What faithful thing did he say that was fulfilled in his own experiences.

 

1. In your own words, what lessons does EGW bring out from the lives of Jonathan and John the Baptist?

 

 

Hand-out 4

Philosophy of Adventist Education

Education chapters 4, 5 and 6

 

1. Briefly, explain how it can be that two processes that look so different in most cases can be truly one. I am speaking of Education and Redemption.
2. In what sense, or senses, might it be true that Jesus has lighted every man that has come into the world, as in Jn. 1:4, 9
3. Sin destroys not only are ability to understand God, but even our _________ to understand him.

 

1. Ellen White speaks of the “true teacher” and contrasts his aims with those who merely hope to make “clever accountants, skillful artisans,” etc. What other aims does the true teacher have?

 

1. Ellen White briefly addresses the issue of “changed conditions” in chapter 4. In your own words, what does she say regarding the original plan of true education in relation to these changed conditions?

 

Regarding Chapter 5

 

1. What are some benefits that come from a family-centered education?

 

1. All you have to do for this question is notice something: Notice the model in the second paragraph for teachers to adapt their teaching style and method to the needs of their rebellious or otherwise needy students.

 

1. This chapter twice mentions God’s “plan of life.” Both times it contrasts those that followed the plan and those that did not. What did those that did NOT follow the plan do in the two examples of the chapter?

 

1. What preparation did God give to Israel before giving them the Law at Sinai? What was the method of the preparation? What was the desired outcome of the preparation?

 

1. The Hebrews had a great need and weakness that had been caused by their idolatry in Egypt. How did God work to help them with that need?

 

1. The law at Sinai was to impress them with their need and helplessness. The sanctuary was to teach them something more than this. What lessons was it to convey?

 

1. God’s purpose in the sanctuary was that the worshippers might “read His” ____________________________. Paul gave evidence that he understood this.

 

1. Ellen White speaks of an industrial school in the wilderness. The Bible identifies a few of the students by name, and also the teacher. Who were those students? Who was the teacher?

 

1. Notice what Ellen White says about the order in the Hebrew camp. Notice what she wrote about the sanitary laws. What blessing was absolutely dependent on order and sanitation.

 

1. What parts of Israelite life were too personal and private to be a matter of Divine Law?

 

1. On page 41 EGW mentions a great variety of methods and illustrations used by God to cause the Hebrews to remember Divine principles. How were these symbols intended to prepare the mind of the people to receive instruction? In other words, what reaction were they intended to arouse?

 

1. How did God blend special provision for the social needs of Israel with their needs for instruction in holy things? Thought question: For those that do not keep the Hebrew feasts, what practically could be done to gain some of the same benefits.

 

1. In God’s educational method, every man needed a piece of ground to work. How did God organize Israel so that every man would indeed have a piece of ground? In most countries land become the possession of the wealthy.

 

 

Chap. 6 – The Schools of the Prophets

 

1. “The Israelites surrounded themselves with _______________ that few had power to resist.”

 

1. What two uses does Ellen White give to the word “prophet”? The schools of the prophets were to train students to be prophets of one kind by studying the writings of prophets of the other kind. Which type of prophet were they to be?

 

1. The schools of the prophets could train only a small minority of the youth. What kind of positions did it train these youth to fill?

 

1. More than be academically qualified, the teachers in these schools had another qualification. What was this?

 

1. Samuel established two of these schools. What made these two cities special (simple answer, different for each one)?

 

1. How were teachers supported, many of them at least, in the schools of the prophets?

 

1. What were the four subjects of primary study at the schools of the prophets?

 

1. Students in many religious schools are taught that they should pray, that they should draw near to God, that they should exercise faith in Him, that they should understand God’s word and obey It. How did the schools of the prophets go a step further than this?

 

1. Financially, the reigns of David and Solomon were prosperous. Ellen White traces this back to a cause extant prior to their reign. What was the cause?

 

1. Ellen White traces the decline of Israel, from its greatest glory. What experience does she indicate caused Israel to return to transgression?
2. Solomon and David sincerely repented of their wrong. What impact did this have on the natural results of what they had done wrong?
3. Thought question: Why does the chapter never mention Elijah and Elisha, the later restorers of the schools of the prophets?

 

For the Word Document: D_Education_04-06

Study Notes on Education Ch. 2-3

Philosophy of Education Class

 

1. Describe God’s plan for the earth, educational-wise, had there never been sin. What would have happened?

2.  Adam and Eve were given great intellectual gifts that they might “discern the wonders of the visible universe.” What else were they to comprehend (20:3)?

3.  Easy Point: “In His interest for His children, our heavenly Father personally directed their” __________.

4.  How might wealthy children benefit particularly in their educational philosophy from a consideration of the Garden of Eden?

5.  In what sense did Adam “hold converse” with objects “animate and inanimate”?

6. What were some of the “objects [subject matters] of study” by the pupils in the first school on earth?

(from Chapter Three)

7.  Consider the question “Why did God allow Adam the power to do evil” as addressed in the first paragraph. Did Adam receive the fullness of the blessing that God intended to impart when he was placed in the garden? What kind of development would have been impossible without freedom to do wrong?

8.  Why did God withhold knowledge of evil from Adam? Adam could have known sin the way that God knew it…to have been aware of its effects and malignity. But he did not.

9.  Contrast the words “Lord’s admonition” and “God’s commandment.” How does the story of the knowledge-tree in Genesis illustrate the ethical authority of God’s not-commanded counsels?

10.  “Satan desired to make it appear that this knowledge of good mingled with evil would be a blessing, and that in forbidding them to take of the fruit of the tree, God was withholding great good.”  Write briefly, how does Satan do the same today in educational lines?

11. In the first paragraph of the book Education EGW wrote that our ideas of education ought to be higher and broader. In the third chapter she attributes this same idea to Satan as the serpent. Be prepared to discuss this point intelligently.

12. In the book Steps to Christ, Ellen White speaks of “prayer” as the “key in the hand of faith.” In this chapter it is “faith” that is the key. What door does “faith” open?

13.  Review question: Would a student that puts communion with God and surrender to all He asks as first priorities in his life have a miraculous advantage over others in his study and preparation for college classes?

14.  Consider the phrase “a tree to be desired.” Be prepared to draw an illustration of the human mind and its faculties that expresses the proper relation of desires to the will (from Lecture 5).

15.  According to Ellen White, was the great sin of Eve one of “yielding to appetite”? What not-so-visible sins were part of the eating experience?

16.  By listening to Satan man lost his ability to _________________ “the good that God had so freely bestowed.”

17.  God had made all the world. Why, according to 25:4, was Eden a poor place for Adam and Eve to continue their studies after the fall?

18. How has the message in nature changed, in content, since the fall?

19.  From Adam and Eve, prior to the birth of their children, the spirit of rebellion was spread. Where was it spread? Where did it appear?

20.  Hindu’s and other pagans have witnessed the cycle of life, the death of the seed and resurrection of the new grain; the falling of leaves and their replenishing in the spring. From these Hindu’s have developed reincarnation. What lesson were these cycles intended to teach us?

21. What evidence of God’s compassion is observable in order of his statements to Adam, regarding the future, spoken after the fall? How might this be instructive for teachers giving discipline today?

For the Word Document: C_Education_02-03